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9/27/17 1 MAKING LITERACY LEARNING VISIBLE Nancy Frey Contact me at: www.fisherandfrey.com Follow me on Twi>er @NancyFrey Every student deserves a great teacher, not by chance, but by design. Fisher, Frey, and HaGe, 2016, p. 2 Visible learning combines, rather than contrasts, teacher-centered teaching and student-centered learning and knowing. HaGe, 2008, p. 26 What highly effective teachers doSuch that studentsCommunicate clear learning intentions Understand the learning intentions Have challenging success criteria Are challenged by success criteria Teach a range of learning strategies Develop a range of learning strategies Know when students are not progressing Know when they are not progressing Provide feedback Seek feedback Visibly learn themselves Visibly teach themselves John Hattie p. 108 Visible learners are assessment- capable learners. Assessment capable learners say… I know where I’m going.”

MAKING LITERACY LEARNING VISIBLE - GAEL · 9/27/17 1 MAKING LITERACY LEARNING VISIBLE Nancy Frey Contact me at: www.fisherandfrey.com Follow me on Twier @NancyFrey Every student

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9/27/17

1

MAKINGLITERACYLEARNINGVISIBLE

NancyFreyContactmeat:www.fisherandfrey.com

FollowmeonTwi>er

@NancyFrey

Everystudentdeservesagreatteacher,notbychance,butbydesign.

Fisher,Frey,andHaGe,2016,p.2

Visible learning combines, rather

than contrasts, teacher-centered teaching and student-centered

learning and knowing.

HaGe,2008,p.26

What highly effective teachers do…

Such that students…

Communicate clear learning intentions

Understand the learning intentions

Have challenging success criteria

Are challenged by success criteria

Teach a range of learning strategies

Develop a range of learning strategies

Know when students are not progressing

Know when they are not progressing

Provide feedback Seek feedback

Visibly learn themselves Visibly teach themselves

John Hattie p. 108

Visible learners are assessment-capable learners.

Assessment capable learners say…

“I know where I’m going.”

9/27/17

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Assessment capable learners say…

“I have the tools I need.”

Assessment capable learners say…

“I gauge my progress.”

Assessment capable learners say…

“I recognize what’s next.”

Visible learners are built by assessment-

capable teachers.

Visible learners are assessment-

capable learners.

MINDFRAMESOFGREATTEACHERS•  I am an evaluator. •  I am a change agent. •  I talk about learning, and not about teaching. •  I see assessment as feedback to me. •  I engage in dialogue, not monologue. •  I enjoy challenge. •  I engage in positive relationships. •  I collaborate.

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CLOCKPARTNERS

12:004:008:00

CP:ExtendanddeepenyourunderstandingaboutwaystouOlizehigh-impactinstrucOonandleadershipduringeachphaseoflearning.LP:Read,write,discussandcollaboratewithcolleaguestoleveragetoday’sinformaOonatyoursite.

Today’sLearningIntenHons

Today’s Success Criteria

By the end of the session, you will be able to:

Align and utilize high-impact

approaches to phases of learning.

What Works and

Why

Learning Phases

What Works and

Why

John Hattie

195 influences. 300 million students.

Visible Learning

9/27/17

4

Students

HomePeers

Schools

Principal

Teachers

IdenHfyingwhatmaMers.Percentage of Achievement Variance

Effectsizemeasuresthemagnitudeofafactor.

PAGE7

0.4iswhere

you“feel”it

DECREASED ENHANCED

0.4-0.20 0.10 0.80 1.2

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Nowlet’sDOUBLEthespeedoflearning.

0.8is2years

ofgrowthfora

yearinschool

DECREASED ENHANCED

0.4-0.20 0.10 0.80 1.2

Now,let’sTRIPLEthespeedoflearning.

1.2is3years

ofgrowthfora

yearinschool

DECREASED ENHANCED

0.4-0.20 0.10 0.80 1.2

AneffectsizetellsushowpowerfulsomethingisincreaHngchange.

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

PAGE10

This is the hinge point—a year’s worth of growth for a year in school.

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

“Hingepoint”(d=0.4)Averageofalleffects

APPENDIX

169-173

Chance

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Design

FREQUEN

CY •INTEN

SITY •DURATIO

N

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

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Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge. Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge. Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Mobility:d=-0.34

Student mobility is the

secondhand smoke of schooling.

Russell Rumberger, Director of the California Dropout Research Project

School-agechildrennaOonwidewhomovewithinthe

samestateeachyear.

EducaOonWeek,June7,2017

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RetenHon:d=-0.13Chance

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

PAGE161

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

ResponsetoIntervenHon:d=1.07Design

PAGES143-161

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

AbilityGrouping/Tracking:d=0.12Chance

PAGES162-163 Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Small-GroupLearning:d=0.49Design

PAGE170

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

TeachingTest-Taking:d=0.27Chance

PAGES164-165 Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

StudySkills:d=0.63Design

“LEARN

INGHO

WTOLEAR

N”

PAGE169

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Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Homework*:d=0.29Chance

PAGE163

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

HomeworkatHighSchool*:d=0.55Design

PAGE163

FOUNDATIONSOFSUCCESS:WhatWorksinEveryLesson,forEveryLearner

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Teacher-StudentRelaHonships:d=0.72Design

PAGES13-15

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

TeacherClarity:d=0.75Design

PAGES26-27

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CLARITY•  Teachersknowwhatstudentsneedtolearn•  TeacherscommunicatelearningintenOonstostudents•  Teachersandstudentsunderstandsuccesscriteria

LEARNINGINTENTIONSANDSUCCESSCRITERIA

Communicatelearning

intenHons.

Lightthepathwithsuccess

criteria.

Learnersrecognizetheir

learning.

LearningintenOonsare

communicatedbyestablishingpurpose.

Successcriteriashinealightonthelearningpath.

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I Can Statements

Use a single-point rubric to promote visible learning.

Areas that Need Work Success Criteria Evidence of Exceeding Standards

Topic introduced effectively.

Related ideas grouped together to give some

organization.

Topic developed with multiple facts, definitions,

details.

Linking words and phrases connect ideas within a category of

information.

Strong concluding statement or section.

GA Milestones 5th Grade Writing Rubric: Trait 1

Areas that Need Work Success Criteria Evidence of Exceeding Standards

Sentences have clear and complete structure, with

appropriate range and variety.

Knowledge of writing language and

conventions shown.

Any errors in usage do not interfere with

meaning.

GA Milestones 5th Grade Writing Rubric: Trait 2

Teaching Success Criteria

Negotiation: “What would you expect to see in a

successful piece of work?”

Gordon Stobart

Teaching Success Criteria

Exemplars: “Which of these two pieces of work

best meets the criteria?”

Gordon Stobart

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Teaching Success Criteria

Modeling: “Here’s what I mean…”

Gordon Stobart

Studentsrecognizetheirownlearning.

Comparative Essays Self-Assessment

Students compare

performance from two

points in the year.

Handout Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

HighLevelofChallenge:d=0.58Design

PAGE169

“LEA

RNINGTO

MAS

TERY

“Schoolisaplacewereyoungpeoplegotowatcholderpeoplework.”

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LEARNING

Collective Teacher Efficacy

Beliefs of a teacher group about their collective ability to promote student

success in their school.

Collective Teacher Efficacy

Effect size of 1.57 (Hattie, 2015) Nearly 4 years of growth

for a year in school

Meet with your 4:00 partner

CHECKIN

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What ideas are squaring with you? What ideas are still circling in your head? What would you like to learn more about?

What Works and

Why

Learning Phases

Phases of Learning

The right approach at the right time. PAGE20

Transfer

Deep

Surface

Acquisi/onandEarlyConsolida/onofSkillandConceptDevelopment

Surface

WeuseSURFACELEARNINGtointroduceskillsandknowledge.

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SkillandConceptDevelopment

Surface

Deep

Deepconsolida/onthroughconnec/ons,rela/onships,andschematoorganizeskillsandconcepts

WeuseDEEPLEARNINGtoconsolidateskillsandknowledge.

ComparisonofassignmentsandarHfactsofteacherswhosuccessfullyearnedNaHonalBoardCerHficaHon,withthosewhoappliedbutdidnotearncerHficaHon:

74%oftheworksamplesofNBCteachers’workfocusedondeeplearningtasks.

Only29%oftheworksamples

submi>edbynon-NBCteachers

focusedondeeplearningtasks

Smith,HaGe&Bond,2008

UsethehandoutonthecharacterisHcsofsurfaceanddeeplearners.

•  Inwhatwaysaretheydifferent?•  Whatareyourhunchesaboutaligningstrategiestophasesoflearning?

•  WhatmightbesomeofthesignalslearnersareexhibiOnginthesephases?

Transfer

Deep

Surface

SkillandConceptDevelopment

ConnecOons,relaOonships,andschematoorganizeskillsandconcepts

Self-regula/ontocon/nuelearningskillsandcontentindependentoftheteacher

TRANSFERLEARNING

accelerate

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Deeplearningapproachesdon’tworkanybe>eratdevelopingsurfacelearningthansurfacelearningstrategiesworktodevelopdeepunderstanding.

The right approach, at the right time, for the right type of learning.

don’tholdanystrategyinhigher

esteemthanthe

learningofyourstudents.

Meet with your 12:00 partner

Table Talk

Use the handout on the characteristics of surface and deep learners.

•  In what ways are they different? •  What are your hunches about aligning

strategies to phases of learning? •  What might be some of the signals learners

are exhibiting in these phases? ACQUISITION

SURFACELEARNING:

AcquireandConsolidate

Chapter 2

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AnHcipaHonGuidesareagreatwaytoleveragepriorknowledgeandsurfacemisconcepOons.

PAGE43

ExampleofAnHcipaHonguidefromU.S.Historyonp43

WaystoFacilitateACQUISITIONofSURFACELearning

•  Widereadingonthetopicunderstudy(d=0.42)

•  Vocabularytechniques(sorts,wordcards,mnemonics,etc.)(d=0.67)

PAGE40-61

ReadingVolumeSHllMaMers

STUDENTA•  20MINUTESPERDAY

•  1,800,000WORDSPERYEAR

•  SCORESINTHE90THPERCENTILEONSTANDARDIZEDTESTS

p.105

STUDENTB •  5MINUTESPERDAY•  282,000WORDSPERYEAR

•  SCORESINTHE50THPERCENTILEONSTANDARDIZEDTESTS

STUDENTC

•  1MINUTEPERDAY•  8,000WORDSPERYEAR•  SCORESINTHE10THPERCENTILEONSTANDARDIZEDTESTS

p.105

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IncidentalLearningThroughWideReading

2,250wordslearnedperyearthisway.

Abargain,consideringonly300-500wordscanbedirectlytaughteachyear.

(Mason,Stahl,Au,&Herman,2003)

QuesHon:Whohasbe>ercomprehension:studentswithhigherreadingtestscores,orstudentswith

higherrelevantknowledge?

Inaniconicstudy,replicatednumerousOmes,poorreaderswithmoreknowledgeoutperformedstrongerreaderswithlessknowledge.Infact,theyperformedalmostaswellasthestudentswhowerebothknowledgeableandstrongreaders.

Recht,D.R.,&Leslie,L.(1988).Effectofpriorknowledgeorgoodandpoorreaders’memoryoftext.JournalofEduca<onalPsychology,30(1),16-20.

KnowledgeMaMers

Answer:WhohasbeIercomprehension?

Meet with your 8:00 partner

Paired Fluency Protocol

Promotes surface level acquisition and consolidation through: •  Fluency • Rehearsal •  Summarizing

Paired Fluency Protocol

Partner A and Partner B discuss everything you recall so far today: •  Three rounds •  Partners cannot repeat information shared

by the other

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Photo:DougFisher

Chapter3DEEPLEARNING:DeepLearningIsCrucial

Without more complex tasks, students will not deepen their

learning.

Taskcomplexityshouldalignwiththephaseoflearning.

RIGORISFOREVERYONE!

WaystoFacilitateDEEPLearning

•  Closereading(d=0.63)

•  DiscussionandquesOoning(d=0.82)

•  MetacogniOvestrategies(d=0.69)

Difficultyvs.Complexity

Difficulty

• Ameasureofeffortrequiredtocompleteatask

• Inassessment,afuncOonofhowmanypeoplecancompletethetaskcorrectly.

Complexity

• Ameasureofthethinking,acHon,orknowledgethatisneededtocompletethetask.

•  Inassessment,howmanydifferentwayscanthetaskbeaccomplished.

Easy Hard

LessComplex

LowDifficultyHighComplexity

HighDifficultyHighComplexity

LowDifficultyLowComplexity

HighDifficultyLowComplexity

MoreComplex

PAGE25

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MoreComplex

LessComplex

Easy Hard

StrategicThinking

StaminaFluency

Struggle

LowDifficultyHighComplexity

HighDifficultyHighComplexity

LowDifficultyLowComplexity

HighDifficultyLowComplexity

Futureprofessionallearningatyoursite?

Askgradelevelstoplottasksassignedforthelast30days.

Chapter4TRANSFEROFLEARNING:Assessment-capablevisibleLearners

ThisisNOThowtransferofinformaHonhappens Seep.31for

anotherself-assessmentexample.

Photo:NancyFrey

WaystoFacilitateTRANSFER•  Readingacross

documentstoconceptuallyorganize(d=0.85)

•  Formaldiscussion,includingdebatesandSocraOcseminars(d=0.82)

•  Problem-solvingteaching(d=0.61)

•  ExtendedwriOng(d=0.43)

Problem-BasedLearning(0.61)

•  Alsocalledproblemsolvingteaching

•  CanbedrivenbyanessenOalquesOon(What’sworthfighOngfor?Areinsectsuseful?)

• DrivesinvesOgaOon

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Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Problem-basedLearning:d=0.15*Design

PAGE172

Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.

Problem-basedLearning:d=0.61*Design

PAGE172

ED:Canyouresetgaugetoshow0.61?

NeverholdaninstrucHonal

strategyinhigher

esteemthanyour

students’learning.

Fisher,Frey,andHaGe,2016

PAGE41

7 Essentials for PBL

Larmer & Mergendoller, 2010

1.  A need to know.

2.  A driving question.

3.  Student voice and choice.

4.  21st century skills.

5.  Inquiry and innovation.

6.  Feedback and revision.

7.  A publicly presented project.

Your memorable

learning event…

How many of these conditions were present?

Taking It Back

VisibleLearninginLiteracyAnHcipaHonGuide

Let’srevisittheanOcipaOonguideyoucompletedthismorning.Talkwithyourtable

partnersabouttheitems.Besureto

addyourreasoning.

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VisibleLearninginLiteracyAnHcipaHonGuide

1.EffectsizesreportthesignificanceofaninstrucOonalstrategy.

FALSE—itreportsontheimpactoftheinstruc<onalstrategy.

VisibleLearninginLiteracyAnHcipaHonGuide

2.ThedeepphaseoflearningisthebestOmeforvocabularyinstrucOontooccur.

FALSE—thesurfacephaseoflearningisthebest<meforvocabularyinstruc<ontooccur.

VisibleLearninginLiteracyAnHcipaHonGuide

3.Surfacelearningislessimportantthandeeplearningbecauseitissuperficial.

FALSE—thesurfacephaseoflearningiscrucialbecauseitsetsthestagefordeeplearningtofollow.It’sjustnotsufficient.

VisibleLearninginLiteracyAnHcipaHonGuide

4.ThenumberofyearsofteachingisthebestpredictorofteacherexperOse.

QualifiedFALSE—Onlyforthefirst5years.AWerthat,thebestpredictorofexper<seistheamountof/mededicatedtodeepand

transferphasesoflearning.

VisibleLearninginLiteracyAnHcipaHonGuide

5.Problem-basedlearning(problem-solvingteaching)iseffecOvefortransfer,burnotforsurfacelearning.

TRUE—Atthesurfacephaseoflearning,it’seffectsizeisonly0.15.Atthetransferphase

oflearning,itis0.61.

Whathighlyeffec/veteachersdo…

•  CommunicateclearlearningintenOons

•  Havechallengingsuccesscriteria

•  Teacharangeoflearningstrategies

•  Knowwhenstudentsarenotprogressing

•  Providefeedback

•  Visiblylearnthemselves

Suchthatstudents…

•  UnderstandthelearningintenOons

•  Arechallengedbysuccesscriteria

•  Developarangeoflearningstrategies

•  Knowwhentheyarenotprogressing

•  Seekfeedback

•  Visiblyteachthemselves

PAGE108 John Hattie

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CP:ExtendanddeepenyourunderstandingaboutwaystouOlizehigh-impactinstrucOonandleadershipduringeachphaseoflearning.LP:Read,write,discussandcollaboratewithcolleaguestoleveragetoday’sinformaOonatyoursite.

Today’sLearningIntenHons Today’s Success Criteria

By the end of the session, you will be able to:

Align and utilize high-impact

approaches to phases of learning.

Visible learners are assessment-

capable learners.

Visible learners are built by assessment-

capable teachers.

LEARNING

Source: Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York, NY: Routledge.

Design Every student deserves a great teacher,

not by chance, but by design.

Chance

9/27/17

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The right approach, at the right time, for the right type of learning.

Mindframes of Great Teachers

•  I am an evaluator. •  I am a change agent. •  I talk about learning, and not about teaching. •  I see assessment as feedback to me. •  I engage in dialogue, not monologue. •  I enjoy challenge. •  I engage in positive relationships. •  I collaborate.

Everyteacherdeservesagreatleader,notbychance,butbydesign.

Howwillyoubeaherotomorrow?

FOLLOWMEonTwi>[email protected]